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 Maslow's Pyramid

In the 1950s Maslow set up a hierarchical theory of needs in which all the basic needs are at the bottom, and the needs concerned with man's highest potential are at the top. The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the lower needs, and the upper point representing the need for self-actualization. Each level of the pyramid is dependent on the previous level. For example, a person does not feel the second need until the demands of the first have been satisfied.

• Biological / Physiological Needs. These needs are biological and consists of the needs for oxygen, food, water, and a relatively constant body temperature. These needs are the strongest because if deprived, the person would die.
  
• Security / Safety Needs. Except in times of emergency or periods of disorganization in the social structure (such as widespread rioting) adults do not experience their security needs. Children, however often display signs of insecurity and their need to be safe.
  
• Social (Love, Affection and Belongingness) Needs. People have needs to escape feelings of loneliness and alienation and give (and receive) love, affection and the sense of belonging.
  
• Ego / Esteem Needs. People need a stable, firmly based, high level of self-respect, and respect from others in order to feel satisfied, self confident and valuable. If these needs are not met, the person feels inferior, weak, helpless and worthless.
  
• Self-actualization Fulfillment. Maslow describes self-actualization as an ongoing process.
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 Whose Knowledge Is It?

By Linda Peterat and Richard Fairbanks

Who can tell me what are people's most basic needs? asked the teacher. "Food, shelter, clothing," were the students' replies. Ming, one of the more quiet boys at the back table raised his hand, "I put family because if you have family, you always have food." "No," said the teacher elaborating on the students' earlier answers, "the most basic needs are physiological—food, shelter, and clothing." This student-teacher interaction was part of a family living lesson which included an introduction to human needs and values by considering Maslow's hierarchy of needs. Maslow's hierarchy is often a part of discussion in grade eight lessons on basic human needs and wants. It is often a lesson component in foods and nutrition, clothing and textiles, housing, and family relations. This hierarchy is often contained in family studies texts and is even present, in many home economics curriculum guides (see Ministry of Education, 1992, p.23)

Those concerned with gender inequities recognize that some "theories" such as Maslow's are limited in the extent to which they can be generalized to all people and may be biased depending on the particular interests and experiences of the person who develops the theory. Critical and feminist theorists propose that all ideas that are passed on to others as "knowledge" should be interrogated and questioned in terms of "Whose knowledge is this?" They go further in claiming that much knowledge perpetuated in educational institutions is partial and biased. Thus, we can ask, "Whose theory is this?" and, "ln whose interest is it?"

If we recall Maslow's theory of human development, it suggests that basic needs are physiological and the ultimate at the top of the pyramid model is self actualization, implying an unattached human being realizing full potential and autonomy. Maslow's theory is one example of human development theories that have dominated psychological theorizing. Other theorists such as Erickson, Freud, and Piaget are common in home economics texts and courses as well. In recent years women psychologists have examined why it is that men's theories have been dominant. Walsh (1992) reviews historical analyses that show that early in the twentieth century, women psychological researchers were marginalized in the university and research communities, and their research ignored. Others argue that male researchers have ignored women's experiences by basing their research only on men/boys, then generalizing that research to all people (women and men).

Shakeshaft and Nowell (1984) criticize Maslow's theory for being based on traditional male values which place self-esteem and self-actualization needs on higher planes than affiliation needs. Theories such as Maslow's, contribute to inequities when they become a dominant view posing as truth or portraying reality when alternate theories and critiques of theories are disregarded. Such a treatment of theories can contribute to cultural as well as gender inequities. A white, western male viewpoint evidenced in many psycho social theories cannot help us understand other cultures. For instance, Maslow and Kohlberg may not help us to understand Asian, Indian, and First Nations' values regarding moral decision making or hierarchy of needs. Any differences between or within cultures are silenced by considering only one view. When one view dominates, people's experiences that do not fit the model are silenced.

For example ‘the problem’ with a particular group of workers - women for example (Wilson, 1995) - is not their common political history of domination or exploitation, but rather 'low self esteem’. And in work organizations the problem of particular people (recalcitrant professionals for instance) is not intimidating and authoritarian management practice, but an assumed lack of drive to satisfy intrinsic needs for self-actualisation and esteem." (Craig, Pritchard 2001)

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